Primordial emotions are the subjective element of the instincts which are the genetically programmed behaviour patterns which contrive homeostasis. They include thirst, hunger for air, hunger for food, pain and hunger for specific minerals etc.There are two constituents of a primordial emotion—the specific sensation which when severe may be imperious, and the compelling intention for gratification by a consummatory act. They may dominate the stream of consciousness, and can have plenipotentiary power over behaviour.It is hypothesized that early in animal evolution (...) complex reflex mechanisms in the basal brain subserving homeostatic responses, in concert with elements of the reticular activating system subserving arousal, melded functionally with regions embodied in the progressive rostral development of the telencephalon. This included the emergent limbic and paralimbic areas, and the insula. This phylogenetically ancient organization subserved the origin of consciousness as the primordial emotion, which signalled that the organisms existence was immediately threatened. Neuroimaging confirms major activations in regions of the basal brain during primordial emotions in humans. The behaviour of decorticate humans and animals is discussed in relation to the possible existence of primitive awareness.Neuroimaging of the primordial emotions reveals that rapid gratification of intention by a consummatory act such as ingestion causes precipitate decline of both the initiating sensation and the intention. There is contemporaneous rapid disappearance of particular regions of brain activation which suggests they may be part of the jointly sufficient and severally necessary activations and deactivations which correlate with consciousness [Crick, F. & Koch, C. . A framework for consciousness. NatureNeuroscience,6, 119–126]. (shrink)

A landmark work in which one of the UK's leading political writers makes a passionate defence of the importance of political debate to modern democracy.

Thirty years ago political philosophy in Britain was feared to be dead or dying; dying of meaninglessness and neglect.’ Political philosophy now enjoys a golden age, certainly in the English‐speaking world; but never has the level of political debate been lower. The memories are still painful of how, in the American presidential campaign of 1996 and the British general election of 1997, even sustained rhetoric, let alone attempts at reasoned, persuasive discourse, finally collapsed into sound‐bytes, and contingent sound‐bytes at that, (...) mainly reacting to relatively trivial, mainly opportunistic accusations and counter‐accusations, a plethora of sound‐bytes rarely exhibiting either Bagehot's ‘stream of tendency’ or a coherent ‘moral discourse’. All three main parties talked about restoring a sense of morality to politics, but found some difficulty in spelling out what they meant, or even spelling it at all. Never more political knowledge, either, with the growth of political science; but never less use made of it in public life, unless psephology is the name of the game. (shrink)

Examines transcendentalism as a distinct rhetorical genre concerned primarily and self-consciously with questions of power.

[opening paragraph] -- Clark: The `astonishing hypothesis' which you put forward in your book, and which you obviously feel is very controversial, is that `You, your joys and sorrows, your memories and ambitions, your sense of personal identity and free will are, in fact, no more than the behaviour of a vast assembly of nerve cells. As Lewis Carroll's Alice might have phrased it: `You're nothing but a pack of neurons'.' But it seems to me that this is not so (...) astonishing a statement for a scientist to make. Isn't this what reductionist science has always believed? (shrink)

[opening paragraph] -- Clark: The `astonishing hypothesis' which you put forward in your book, and which you obviously feel is very controversial, is that `You, your joys and sorrows, your memories and ambitions, your sense of personal identity and free will are, in fact, no more than the behaviour of a vast assembly of nerve cells. As Lewis Carroll's Alice might have phrased it: `You're nothing but a pack of neurons'.' But it seems to me that this is not so (...) astonishing a statement for a scientist to make. Isn't this what reductionist science has always believed? (shrink)

Classification of sciences; Moslem scholars; Africa, North.

"In his third lecture Crick anticipates events and trends that have in fact come to pass in the past four decades, including the increasing use of computer technology and robotics in mind-brain research, explorations into right-side versus left-side uses of the brain, and controversies surrounding the existence of the soul."--BOOK JACKET.

In Practicing Safe Sects F. LeRon Shults provides scientific and philosophical resources for having “the talk” about religious reproduction: where do gods come from – and what are the costs of bearing them in our culturally pluralistic, ecologically fragile environment?

In Aristotle's biological treatise, On the Parts of Animals, one finds a rare and unexpected burst of rhetorical eloquence. While justifying the study of “less valued animals,” he erupts into praise for the study of all natural phenomena and condemns the small-mindedness of those who trivialize its worth. Without equal in Aristotle's remaining works for its rhetorical quality, it reveals the otherwise coolheaded researcher as a passionate seeker of truth and an unabashed lover of natural beauty. For Aristotle, rhetoric not (...) only discloses the truth of appearances by refuting counterarguments and defending one's claims within agonistic forums; rhetoric also defends and advances whole fields of study on the promise on wonder. By examining Aristotle's example in practice, this article seeks to elucidate a notion of the rhetoric for inquiry that calls lovers of wisdom to the empirical study of nature. (shrink)

A new English translation of Schelling’s unfinished magnum opus, complete with a contextualizing introduction by the translator.

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)

In the Western tradition citizenship is part of the good life, but can never be enforced on people. Some modern views see liberty as only a consumer or private ‘good’ detached from civic obligations. However, an education that creates a disposition to active citizenship is a necessary condition of free societies. Education is training and learning towards freedom, and freedom is closely linked to an understanding of the concept of the political as a matter of peaceful compromises of values and (...) interests. Understanding of general concepts fortified by practical activity is essential. It is suggested that any democratic political education (as in the present UK Government proposals) presupposes five ‘procedural values’: freedom, toleration, fairness, respect for truth, respect for reasoning. (shrink)

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)

Citizenship as a compulsory subject was added to the National Curriculum in England in 2002 following the 1998 report, 'Education for Citizenship and the Teaching of Democracy in Schools'. It was little noticed at the time that the report stressed active citizenship much more strongly than democracy. The underlying presupposition was what historians call 'civic republicanism' the tradition from the Greeks and the Romans of good government as political government, that is, citizens reaching acceptable compromises of group interests and values (...) by public debate. This is contrasted to modern liberalism. To stress 'democracy' unduly in citizenship education can lead to definitional dogmatics about multiple meanings of the term, even to disillusionment. Democracy is a necessary element in good government but not a sufficient one, unless subjective opinion is enshrined over knowledge through education. The practices of free politics are both historically and logically prior to democracy. (shrink)

In the Western tradition citizenship is part of the good life, but can never be enforced on people. Some modern views see liberty as only a consumer or private ‘good’ detached from civic obligations. However, an education that creates a disposition to active citizenship is a necessary condition of free societies. Education is training and learning towards freedom, and freedom is closely linked to an understanding of the concept of the political as a matter of peaceful compromises of values and (...) interests. Understanding of general concepts fortified by practical activity is essential. It is suggested that any democratic political education (as in the present UK Government proposals) presupposes five ‘procedural values’: freedom, toleration, fairness, respect for truth, respect for reasoning. (shrink)

O movimento dos secundaristas brasileiros e o momento sofístico: uma nova história começa a ser contada 1 Resumo: A partir das proposições de Arendt delineamos o momento sofístico como um instante no qual a intersecção entre os termos riqueza, liberdade e poder possibilita aos indivíduos se engajarem na esfera política permitindo assim que influenciem nas decisões. O objetivo deste trabalho é argumentar que o momento orquestrado pelos estudantes brasileiros pode ser considerado também um momento sofístico tal qual o vimos acontecer (...) no século de Péricles, evidenciando assim a necessidade de uma formação que abarque uma pedagogia retórica para que esse momento seja aproveitado em sua plenitude. As ações do movimento secundarista evidenciaram o peso da comunicação demandando assim uma educação retórica, a qual inclui não só a formação na palavra em seu sentido dialógico e persuasivo, mas também raciocínio e deliberação, capacidades tão caras ao desenvolvimento do ethos democrático, por sua vez imprescindível para a edificação plena de um modo democrático de vida.Palavras-chave: Momento sofista. Educação. Movimento secundarista. Retórica. Kairós 1 A pesquisa contou com apoio da Fundação de Amparo à Pesquisa do Estado de São Paulo. Brazilian high school students’ movement and the sophistical moment: a new story begins to be told1: Drawing from the propositions of Arendt this work delineates the sophistical moment as an instant in which the intersection between the terms wealth, freedom and power enables individuals to engage in the political sphere thus allowing them to influence decisions. The aim of this work is to argue that the moment orchestrated by the Brazilian students can also be considered a sophistical moment as we have seen it happen in the century of Pericles, thus evidencing the necessity of a formation that embraces a rhetorical pedagogy. The actions of the high school movement evidenced the significance of communication, thus demanding a rhetorical education, which includes not only the formation of the word in its dialogical and persuasive sense, but also reasoning and deliberation. Those capacities are so important for the development of the democratic ethos which is indispensable for the full building of a democratic way of life.Keywords: Sophistical moment. Education. High school movement. Rhetoric. Kairos Movimiento de los secundarios brasileños y el momento sofístico: una nueva historia comienza a ser contada1 Resumen: A partir de las proposiciones de Arendt, delineamos el momento sofístico como un instante en el que la intersección entre los términos riqueza, libertad y poder permite a los individuos participar en la esfera política, lo que les permite influir en las decisiones. El objetivo de este trabajo es argumentar que el momento orquestado por los estudiantes brasileños también puede considerarse un momento sofístico como lo hemos visto en el siglo de Pericles, lo que evidencia la necesidad de una formación que abarque una pedagogía retórica. Las acciones del movimiento secundario evidenciaron el peso de la comunicación, exigiendo así una educación retórica, que incluye no solo la formación de la palabra en su sentido dialógico y persuasivo, sino también el razonamiento y la deliberación, así como las capacidades para el desarrollo del espíritu democrático, para su desarrollo. indispensable para la plena construcción de un modo de vida democrático.Palabras-clave: Momento sofista. Educacion. Movimiento de los secundaristas. Retórica. Kairos Data de registro: 08/08/2019Data de aceite: 24/04/2020. (shrink)

In an epoch marked by the threat of global warming, the conflicts between science and religion are no longer simply matters that concern only intellectual elites and armchair philosophers; they are in many ways matters that will determine the degree to which we can meet the challenges of our times. John H. Evans's Morals Not Knowledge represents an important provocation for those committed not only to using scientific method as a resource for making moral judgments but also to creating political (...) alliances with religious constituencies. In this important work, Evans argues that most conflicts between science and religion do not concern a clash between two contradictory ways of knowing, but rather a clash over our moral responsibilities and ultimate values. In my response to his work, I suggest that integrating both John Dewey's pragmatic understanding of the moral situation and Kenneth Burke's rhetorical interpretation of motives helps bolster Evans's cause and provides support for a political movement that aims to bridge the divide between science and religion in the epoch of the Anthropocene. (shrink)

_Initiating Psychoanalysis_ presents an international collection of papers brought together by the Working Party on Initiating Psychoanalysis of the European Psychoanalytic Federation and addresses the specific clinical and technical issues involved in launching the processes that are at the core of psychoanalysis and psychoanalytic treatment. Expert contributors provide introductions and commentaries on a selection of psychoanalytic papers, including one by Freud himself, which refer to beginning psychoanalytic treatment in a wide range of settings. Divided into four main sections, areas of (...) discussion include: historical and conceptual developments in the field practical, technical and ethical considerations unconscious transference and counter-transference dynamics of initial interviews internal factors that can help or hinder psychoanalysts in their work to initiate psychoanalysis. This book will be helpful to all psychoanalytical practitioners in thinking about their work in first interviews with prospective patients, as well as psychoanalysts and psychotherapists at all levels of experience, who will be able to use this book to enrich their own practice. (shrink)